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5.6 RECOMMENDATIONSThe recommendations were made in response to the findings highlighted in the study. For the objective number one (1) which reads to determine classroom teachers perceptions on assessment, the following recommendation was made: Teachers colleges need to educate learner teachers so that they are well versed in assessment practices .This will inculcate perceptions which do not militate against effective assessment practices. Furthermore the Ministry of Education, Sport, Arts and Culture needs to staff develop teachers on assessment for the same reasons. For objective number two (2) which reads to establish what schools and colleges are doing to equip teachers with classroom assessment skills, the following recommendations were made: The teachers’ college curriculum needs to expose learner teachers to a variety of assessment techniques. Furthermore, the curriculum should include statistics since they are necessary in the analysis of assessment data. Teachers’ colleges need to provide short courses on assessment for teachers who are already in the field in order to close the existing gap. Teachers’ colleges need to give learner teachers more time at college so that the learners can grasp as much theory as possible. Learners spend more time with mentors who have indicated to have problems with assessment and this creates a vicious cycle of malpractice. Teachers can apply what they have learnt in theory. Colleges need to marry theory with practice, without assuming that learners will figure it out on their own ZIMSEC, the Ministry of Education, Sport, Arts and Culture and teachers’ colleges need to work together in the production of a Teachers' college curriculum on assessment. For the objective number three (3) which reads to determine whether any resources are put in place by schools to support classroom assessment efforts, the following recommendations were made: Resources need to be provided to schools to mount staff development programmes on assessment. Assessment is a dynamic area and staff development for teachers should be done on a yearly basis, at least. The Ministry of Education, Sport, Arts and Culture needs to reduce the teachers’ load by reducing the teacher pupil ratio and also deploy specialist teachers as these were not deployed in most schools. These will decrease the teaching load. There is need to recruit teachers who can train pupils in different sporting activities so that classroom teachers can focus their attention on classroom activities. Schools need to be provided with adequate resources to facilitate assessment. For objective number four (4) which reads, explore the influence of public examinitions on classroom assessment, the following recommendation was made: Formative assessment needs to be introduced in the primary schools as part of final assessment. It is high time ZIMSEC and schools used both summative and formative assessments. Other recommendations are as follows; School head teachers need to educate parents on the importance of assessment, by sitting down with them, encouraging them to send all their pupils to school on a daily basis. Government needs to come up with a law which makes it compulsory for every parent to send his/her child to school daily. There is need for the Ministry of Education, Sport, Arts and Culture to ensure that the quality of working life is good if the teachers are to give their best. Head teachers need to slot any activities which disturb the teaching and learning situation during the weekends so that assessment processes are not disturbed. 5.7 RECOMMENDATION FOR FURTHER RESEARCHThis study is a qualitative single study and its focus is on, “Assessment Problems in the Primary schools with special reference to Gweru District Primary Schools,” which limits the ability to generalise the conclusions to the entire population. A case study design is a strategy for holding together multi-case and multi-paradigm research effort. Such an effort would most likely collect qualitative and quantitative data that would most likely involve a research team instead of a single researcher as the case was in this study. Qualitative and quantitative data were equally important in this research, serving as a system for checks and balances (Jik, 1979). 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